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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Advanced Certificate in Leadership 
SAQA QUAL ID QUALIFICATION TITLE
120160  Advanced Certificate in Leadership 
ORIGINATOR
Cornerstone Performance Solutions Pty LTD 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Certificate  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Registered" 		 EXCO 01213/23  2023-02-02  2026-02-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-02-02   2030-02-02  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Advanced Certificate in Leadership is primarily a vocational qualification, which emphasizes honing general leadership principles together with more specific procedures and their application. The qualification provides learners with a sound knowledge base in leadership and the ability to apply their knowledge and skills to career or professional contexts.

The qualification is aimed at developing leadership skills across organizations so that the critical elements of the discipline can be embedded in individuals who are entrusted to provide the requisite innovative leadership in
organisations during a dynamic and complex era, which extends beyond the Fourth Industrial Revolution.

The qualification will build greater self-awareness among new leaders and allow them to explore how they can adapt their leadership style to meet specific organisational challenges. It will assist aspiring entrepreneurs to develop techniques for building high-performance teams and handling stressful leadership situations.

Upon completion of this qualification, qualifying learners will be able to:
  • Better manage 'self and others'' and apply emotional intelligence in a leadership context.
  • Apply visionary thinking skills in leadership problem-solving contexts.
  • Apply innovative and creative strategies in developing and implementing strategic plans.
  • Unleash the potential in themselves as leaders and cultivate high-performing teams.
  • Become a more versatile leader who can mobilize others by immersing themselves in real-world leadership challenges and self-assessments.
  • Apply knowledge of ethical standards and moral principles in a leadership role.
  • Build consensus amongst diverse groupings of people with various interests and apply innovative, creative, and flexible strategies and thinking when dealing with community issues and needs.
  • Communicate with conviction, confidence, and integrity at all levels and constituencies.
  • Become change agents prepared to transform organizations, industries, and society.
  • Transform knowledge into impact and drive innovation in their organizations.
  • Make an impact on their organizations by enhancing the performance of individuals, teams and their organizations and align organizations to contribute to society.
  • Cope in complex environments by acquiring knowledge and skills needed to cope with the demands of highly competitive, globalised, multicultural and disruptive environments.
  • See the bigger picture by making connections (understanding systems) on various levels and gaining clarity on their key role in driving strategy execution.

    The qualification is suitable for inter-alia:
  • People in leadership positions who would like to hone their leadership knowledge and skills.
  • Entrepreneurs and business owners.
  • Supervisors and managers.
  • Managers expecting to take on leadership roles.
  • Those who are not officially managers but are expected to lead and influence others in their current positions.

    Rationale:
    The process of development of the Advanced Certificate in Leadership involved many formal and informal iterations between and among leading academics and organisational role-players. The global economy of the 21st century is expected to be fundamentally changed by the Fourth Industrial Revolution, which is characterised by unprecedented advances in "robotics and automation, artificial intelligence, nanotechnology, and material sciences" (Younus, 2017).

    Naturally, these technological innovations will impact the 'world of work'' and by implication, the workforce of institutions as the definition of 'talent' evolves in terms of the skills required in this changing context (World Economic Forum, 2017). Rotherham and Willingham (2010), in their discussion of 21st-century skills, point out that the requirement for critical thinking and problem-solving skills is not new, but that it has become more crucial to individual and collective success in the 21st century. Kruss, McGrath, Peterson and Gastrow (2015) in turn refer to three main categories, namely technological capabilities, innovation, and interactive abilities, while Griffin and Care (2015) add collaborative problem-solving skills to the bouquet of skills necessary to steer organizations through the maze of disruptions and the challenges resulting therefrom.

    The White Paper for Post-School Education and Training (DHET, November 2013) asserts that "if the provision of education and training is to be better coordinated with the needs of society and the economy, then central information about skills needs is required". Therefore "Identifying current and future skills demand as accurately as possible is extremely important if the goals of the National Development Plan, the New Growth Path, and the Industrial Policy Action Plan are to be achieved". The White Paper (DHET, November 2013) notes further that the identification of skills needs can be used to inform human resource planning, funding allocations, programme development, and immigration strategies. The Human Resource Development Strategy of South Africa (HRDSA) 2010 - 2030 (RSA, 2009), emphasises the need for a national "scarce skills list" which is aligned with South Africa's social and economic priority goals.

    Numerous reports have drawn attention to the problems experienced by Government, as well as the private sector, in implementing planned growth strategies, fast-tracking service delivery, and producing high-quality products and services owing to a lack of skilled people.

    The above imperatives have necessitated the Minister of Higher Education and Training to produce this National Scarce Skills List. The purpose of the list is to inform, inter alia: human resource planning and development; resource allocation and prioritisation; the development of relevant qualifications, programmes, and curricula; and international recruitment strategies. The need for management and ''leadership'' skills in the broad CESM category of Business, Economics and Management Studies is among the list of scarce skills.

    Leadership in today's business environment is somewhat of a juggling act since leaders are required to deal with increasing pressure and greater visibility, delivering greater predictability and change at the same time. The sheer cognitive complexity and emotional intensity that leaders operate in today mean that in combination with traditional leadership theory and skills, they need a deeper and broader training programme, one that helps individuals better understand their inner world and the fact that who they are influences what they do and how they do it.

    The qualification was motivated by the need identified during 2020 when the world was 'caught unaware' by the Covid-19 pandemic when economies were highly negatively impacted, and societies were disadvantaged as a result. For organizations to survive amidst a global disruption they require leader innovation. Innovation leadership is a philosophy and technique that combines different leadership styles to influence employees to produce creative ideas, products, and services. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
  • Higher Certificate in Management and Leadership, NQF Level 5.
    Or
  • Higher Certificate in Community Development and Leadership, NQF Level 5.
    Or
  • Higher Certificate in the related field, NQF level 5.
    Or
  • Occupational Certificate in Management Assistant, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 6 totalling 120 Credits.

    Compulsory Modules, Level 6, 120 Credits.
  • The Context and Leadership Problem, 20 Credits.
  • The Emergent Organization, 20 Credits.
  • Emergent Leadership, 20 Credits.
  • Self and Others: Personal and Interpersonal Foundations of Leadership, 20 Credits.
  • Leading for Financial Stability, 20 Credits.
  • Knowledge Literacy and Management,10 Credits.
  • Leading Change and Growth,10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Lead a team by capitalising on the talents of team members and promoting synergistic interaction between individuals and teams, to enhance individual, team, and unit effectiveness to achieve the goals of the organisation.
    2. Build relationships using communication processes both vertically and horizontally within the unit, with superiors and with stakeholders across the value chain to ensure the achievement of intended organisational outcomes.
    3. Capitalise on knowledge management skills to ensure the effectiveness and sustainability of the organisation.
    4. Apply the principles of ethics within internal and external regulatory frameworks to ensure the effectiveness and sustainability of the organisation. 5. Manage uncertainty and disruption and develop the skills needed to be adaptive and manage complexities.
    6. Solve problems and navigate dense problem spaces by developing sensemaking skills and learning to generate insight and transform their role as a leader through the lens of strategic agile resolve.
    7. Apply systems thinking principles to lead organisations more effectively. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Foster creativity among individuals and teams.
  • Create a culture that encourages success.
  • Create an optimal organisational architecture.
  • Manage change and create a strategic vision for talent management.
  • Discuss the core areas of one or more fields, disciplines, or practices.
  • Analyse and apply the key terms, concepts, facts, general principles, rules and theories of that field, discipline, or practice.
  • Operate in a range of familiar and new contexts, explore different kinds of systems, and their constituent parts and explain the relationships between these parts.
  • Examine how actions in one area impact other areas within the same system.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Explain the principles which govern the transmission of information in business situations.
  • Discuss the importance of effective communication with and by managers and their teams.
  • Identify the barriers to effective communication and explain how they can be overcome.
  • Discuss the role of technology in ethical business communication.
  • Determine the effectiveness of the communication processes.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply the competitive intelligence tool for effective leadership.
  • Reflect on leadership decisions and applications and assess the effects thereof in the holistic context of information and knowledge management.
  • Use knowledge and information as leverage for effective organisational functioning to make informed leadership decisions.
  • Evaluate the various information and knowledge acquisition methods.
  • Develop an unwavering commitment and enthusiasm for knowledge acquisition and sharing in the organisation.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Differentiate between leadership and management.
  • Identify and apply various leadership styles.
  • Explain what is meant by ethical leadership.
  • Assess the importance of ethical leadership.
  • Discuss the traits/characteristics of an effective and ethical leader.
  • Implement the 4-V Model of Ethical Leadership.
  • Develop a personal leadership brand.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Explore distributed teams, remote working, the gig economy, and global workplace ideas.
  • Develop paradigms of adaptive organisations that provide the fundamental mental models regarding the evolving organisation.
  • Manage risk and disruption, especially the evolving risk of emerging technology.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Explain critical thinking and deductive reasoning.
  • Differentiate between deductive thinking and meta-thinking.
  • Assess the strength of evidence and relate evidence to different social and technical factors.
  • Analyse alternate solutions and critique evidence for or against alternative solutions.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Think of things as systems and understand how entities influence one another as a whole.
  • Discuss the foundation of systems thinking and the concepts of emergence, function, and performance
  • Examine complexity, recognise patterns and create effective solutions to challenges.
  • Evaluate the various approaches to problems from a systems perspective and become better problem solvers.
  • Practice systems thinking through activities, reflection, and simulations.

    INTEGRATED ASSESSMENT
    The assessment strategy has been designed to apply the principles of programmatic assessment. Every assessment is seen as an individual data point and a series of assessments throughout the qualification results in multiple data points. This information is optimally used as feedback to the learner, to improve the validity and reliability of assessment decisions and to inform improvement to the curriculum.
    To ensure constructive alignment of assessment tasks/methods with both the learning outcomes and the learning activities/methods, a variety of appropriate assessment tasks are included in the assessment design. Assessment tasks are carefully chosen to support the achievement of the intended learning outcomes, and feedback forms an integral part of the assessment design.

    Work-based learning or simulations thereof is assessed throughout the qualification using application assignments, which include case studies, mini-cases, scenarios, and projects. These assignments encourage the application of standard methods, procedures, and techniques to solve defined, routine, and new problems within a familiar context. It also provides learners with the opportunity to demonstrate their understanding of the core concepts and principles related to banking and the impact of their chosen problem-solving strategies.

    Formative Assessment:
  • Self-assessment using practice quizzes.
  • Question types like graded formatives.
  • Combination of selected response/short questions (e.g., multiple choice) and constructed response/open-ended.
    questions requiring a short response. Model answers are included at the end of each chapter/study unit/ in the student guide. Immediate feedback in the form of grades obtained as well as detailed comments on areas of concern.

    Summative Assessment:
  • Examination: Question types like graded formatives
  • Short essay-type questions based on scenarios.
  • Feedback in the form of grades obtained. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Advanced Certificate in Leadership has been compared and mapped against several international qualifications to determine possible articulation with and progression to qualifications that were designed with similar outcomes in mind. The South African qualification has been compared with the following international institutions offering similar qualifications.

    Country: United State of America
    Institutions: Stanford University
    Qualification Title: LEAD programme
    Duration: 1 Year, Part-time and fully online
    Educational Requirements:
    There are no specific educational requirements.
    This is a professional Certificate, that brings together a global cohort of leaders, the LEAD programme creates a vibrant community of change agents prepared to transform organizations, industries, and the world. The strength of Stanford's leadership development qualification is its flexible format, designed and adapted for a dynamic online learning experience.

    This qualification is for:
  • Mid- to senior-level professionals who are committed to implementing creative strategies and practices to position their organizations at the forefront of innovation.
  • Engaged leaders who are committed to developing their management skills and approaches to optimize team performance.
  • Enterprising professionals who wish to collaborate with other self-motivated individuals and value the exchange of diverse perspectives, to drive change.
  • Emerging leaders who want to up-level their career trajectory and master the foundations of impactful leadership.

    LEAD programme objectives:
  • Acquire business frameworks and techniques to accelerate change and transformation in their organizations.
  • Gain new tools and perspectives and fill gaps in knowledge to accelerate personal, team and organizational performance.
  • Master business and leadership fundamentals for leaders in fields not traditionally rooted in business or corporate cultures.
  • A thirst for professional development to prepare for a new role, career transition, or journey.
  • The opportunity to engage with other professionals who are experiencing similar business challenges in different contexts, to share diverse approaches and solutions for working through them.

    Similarities:
  • The Stanford University (SU) and the South African (SA) qualifications are offered in one year and are suitable for people in management, leadership, and entrepreneurship.
  • In both qualifications learners will apply innovative and creative strategies in developing and implementing strategic plans.

    The following SU compulsory and elective modules are comparable to the SA qualification.
    Compulsory Modules:
  • Critical analytical thinking compares with Emergent Leadership and Leading Change and Growth
  • Financing innovation: the creation of value compares with Leading for Financial Stability, the Strategic leadership. Emergent Leadership and Leading Change and Growth.

    Elective Modules (Select one of the leadership immersions):
  • Foundations of leadership compares with Self and Others: Personal and Interpersonal Foundations of Leadership
  • Values-based leadership.

    Elective Modules (Select any five from the following):
  • A new type of leader: anchored on purpose, fuelled by humour compares with Emergent Leadership.
  • Building power to lead compares with Emergent Leadership, Leading Change and Growth.
  • Business model analysis and design compares with Emergent Leadership, Leading Change and Growth.
  • Communicating with impact.
  • Creating a life of consequence: how happy, meaningful, and successful lives happen compares with Self and Others: Personal and Interpersonal Foundations of Leadership
  • Crisis management compares with The Context and Leadership Problem
  • Design for disruption compares with Leading Change and Growth Emergent Leadership.
  • Decision-making compares with Leading Change and Growth Emergent Leadership.
  • Design thinking: from insights to viability. Compares with Leading Change and Growth Emergent Leadership.
  • Designing organizations for a culture of innovation compares with The Emergent Organization.
  • Inclusive leadership for innovation and excellence getting (more of) what you want: negotiating, collaborative. Problem-solving, and value claiming compares with Emergent Leadership, Leading Change and Growth.
  • Leadership agility compares with Leading Change and Growth Emergent Leadership.
  • Leading effective teams compares with Leading Change and Growth Emergent Leadership.
  • Mobilizing for successful change: a toolkit compares with Leading Change and Growth Emergent Leadership.
  • Motivating employees compares with Emergent Leadership.
  • Neuroscience and the connection to exemplary leadership.
  • Persuasion: principles and practice.
  • Power of story.

    Differences:
  • There are no specific education requirements for SU qualification while the SA qualification requires applicants who hold a Level 5 qualification or equivalent.
  • The SU qualification consists of compulsory and elective modules while the SA qualification consists of only compulsory modules and no electives.

    Country: United States of America
    Institutions: Wharton Business School
    Qualification Title: On-line Management and Leadership Certificate
    Duration: One year

    The qualification is designed for companies looking to achieve and increase competitive advantage through online leadership training, this flexibly paced online executive leadership certificate is an effective way to scale learning for maximum impact across the organization.
    The qualification targets mid to senior-level managers working in any function or industry (with a minimum of five to seven years of experience) who want to gain exclusive insights and learn cutting-edge concepts to advance in their careers.
    Generic Modules:
  • Driving Innovation and New Ventures in Established Organizations.
  • Leading Change - similar to the SA qualification
  • Leadership Strategies
  • Design Thinking.
  • Systems Thinking.
  • Organizational and Personal Leadership - comparable to the Emergent Organization module offered in the SA qualification.
  • Knowledge and Information- comparable to the Knowledge Literacy and Management module offered in the SA qualification.

    Similarities:
  • Both qualifications are offered in one year.
  • Both qualifications are intended for mid to senior-level managers working in any function or industry.

    Country: Canada
    Institution: University of Alberta
    Qualification Title: Advanced Certificate in Leadership
    Duration: one to two years part-time
    Entry Requirements:
  • Must have previously completed at least one credentialed program (certificate, diploma, or degree) from a recognized post-secondary institution.

    Purpose
    Businesses and organizations rely on strong leaders to move them forward; outstanding individuals who excel at leading change, making difficult decisions, and inspiring teams. The qualification is designed for professionals in supervisory, mid-level management, and emerging leadership positions.

    On completion of the qualification, graduate learners will be able to:
  • Develop a solid understanding of how leadership enables organizations to realize their visions, missions, strategies, and goals.
  • Acquire and practice a varied repertoire of strategies for leading teams, "leading up," and leading across organizations.
  • Become an effective leader within your organization as you further develop your capacity to embrace challenges, motivate others, and resolve conflicts.
  • Builds on your professional experience and prior education.

    Qualification structure:
    The qualification consists of the following three compulsory modules and three elective modules.

    Compulsory Modules:
  • Leadership Communications.
  • Leadership fundamentals compared to Emergent Leadership in the SA qualification.
  • Leading Teams compared to Self and Others: Personal and Interpersonal Foundations of Leadership in the SA qualification.

    Elective Modules (Select any three)
  • Change leadership is comparable to the Leading Change and Growth module in the SA qualification.
  • Coaching and mentoring.
  • Leading strategic planning is compared to Emergent Leadership Leading Change and Growth in the SA qualification.
  • Stakeholder relationships compares to The Context and Leadership Problem in the SA qualification.

    Similarities:
  • The University of Alberta (UoA) and the South African (SA) qualifications are designed for Managers.
  • Both qualifications require applicants who hold a certificate from a recognised post-secondary institution.
  • The UoA and the SA qualification develop the same graduate attributes since both qualifications will provide emerging leaders with the opportunity to learn, experience, develop, and practice new leadership skills to bring with them to their organizations.

    Differences:
    The UoA qualification is designed for part-time study, it can generally be completed within one to two years whereas the SA qualification is designed for full-time studies and is completed over one year period.

    Country: Namibia
    Institution: The National Institute of Technology (NIT)
    Qualification Title: Leadership and Corporate Governance
    NQF Level: Level 6
    Duration: It is structured to be studied for one year through Distance Learning, Online, Virtual Campus, Part-Time, Full-Time, Or Blended Learning.

    Entry Requirements:
    Applicants must have passed 80% or all the courses (Units) of the Diploma in Leadership and Corporate Governance (Level 5).

    Purpose:
    Corporate Governance issues becoming more and more important across all areas of business, this will impart the technical competence necessary to carry out the varied tasks required of senior executives in governance positions and current and prospective company directors. This qualification offers an in-depth knowledge of corporate governance and a sound knowledge and understanding of the legal and regulatory framework relevant to Directors and Board members. Furthermore, participants will understand the technical competence necessary to carry out the varied tasks required of company directors.

    The NIT qualification is designed to meet the industrial revolution 4.0 and is taught, assessed, and verified by local and international industry experts. The qualification is career-specific and aimed at ensuring that the NIT learners graduate as Vibrant, Skilled, Competent, and Work-prepared Entrepreneurial Technicians, Technologists, and Professionals to handle and confront the changing and demanding job roles within the Engineering industry.

    The qualification for anyone who works in any of the below-listed fields and seeks to develop career-specific skills and gain a solid qualification in Leadership and Corporate Governance to support his/her position and anyone who wants to enter or has just started a career in any of the following career areas:
  • Governance, risk, or compliance manager/officer.
  • Lawyer or accountant with governance responsibilities.
  • Business Consulting.
  • Human Resources.
  • Entrepreneurship.
  • General Management.
  • Governance Administrator.

    The qualification is for career goal-minded individuals who would appreciate the career-specific and practical fascinating insight of the NIT programs. The qualification level has a broader coverage of the knowledge and practical skills required for the vocational sector. The qualification has the potential to prepare learners for progression to the Bachelor of Technology in Leadership and Corporate Governance (Level 7).

    Upon completion of the qualification, graduates will be able to:
  • Apply best practice principles in public and private sector governance and leadership.
  • Examine the notion of governance and the numerous associated concepts, including the Code of Corporate Governance (King IV) Report.

    Qualification structure:
    The qualification is made up of the following thirteen compulsory modules in which nine of which are comparable to the SA qualification.
  • Company Law and Corporate Governance.
  • Ethics, Corporate Government and Business Law.
  • Action Research Methodology.
  • Specialized Industrial Work Experience.

    Work placement/experience requirements:
    Learners enrolled in the qualification will be required to undertake and complete a mandatory Specialized Leadership and Corporate Governance Industrial Work Experience unit over a minimum period of 300 hours to be awarded the qualification.

    Assessment Methods:
    The NIT programs are assessed using a combination of:
  • Informal Assessments
  • Formal Assessments

    Informal assessments are conducted by lecturers on each covered component of the unit outcome to weigh knowledge created by his/her learners so that necessary teaching practice adjustments can be made as appropriate.

    Formal Assessments are further classified into two parts:
  • Formal Continuous Assessments which comprise of:
  • Major Test
  • An Integrated Action Project

    Formal Final Assessments comprise of:
  • Major Examination.
  • Unit Assignments.

    Similarities:
  • The National Institute of Technology (NIT) and the South African (SA) qualification take one full time to complete.
  • The NIT and the SA qualifications are registered at NQF Level 6.
  • Both qualifications require candidates who completed the Level 5 qualification in a cognate field or equivalent.
  • Both qualifications will equip learners with advanced knowledge and skill to enable them to apply best practice principles in public and private sector governance and leadership.
  • The NIT and SA qualifications consist of compulsory modules.
  • Both qualifications are assessed through formative and summative assessment methods.
  • The NIT and SA qualifications articulate vertically into Level 7 qualification.

    The following NIT compulsory modules are comparable to the SA qualification.
  • Budget Management compares to Leading for Financial Stability in SA qualification.
  • Financial Accounting compares to Leading for Financial Stability in SA qualification.
  • Organizational Design and Development compares to The Emergent Organization and Leading Change and Growth
  • Organizational Strategy Development compares to Emergent Leadership and Leading Change and Growth
  • Quality Management and Continuous Improvements compares to Self and Others: Personal and Interpersonal Foundations of Leadership.
  • Principles and Practices of Ethical Decision-Making compares to Emergent Leadership and The Emergent Organization
  • Corporate Social Responsibility and Sustainability compares to Emergent Leadership and Leading Change and Growth
  • Applied Entrepreneurship and Intrapreneurship compares to Emergent Leadership and The Emergent Organization
  • Customer Relationship Management compares to Self and Others: Personal and Interpersonal Foundations of Leadership.

    Differences:
    The NIT qualification consists of compulsory modules, i.e., Work integrated learning, Company Law and Corporate Governance, Ethics, Corporate Government and Business Law and Action Research Methodology which are not offered in the SA qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Advanced Certificate in Business Management, NQF Level 6.
  • Diploma in Business Management, NQF level 6.
  • Diploma in Leadership, NQF Level 6.

    Vertical Articulation:
  • Diploma in Business Management, NQF Level 6.
  • Diploma in Management, NQF level 6.
  • Diploma in Organisational Leadership NQF Level 6.
  • Bachelor of Management Leadership, NQF Level 7.
  • Bachelor of Commerce in Business Management, NQF Level 7.
  • Bachelor of Business Management, NQF level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Cornerstone Performance Solutions Pty LTD 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.